Education and language policies and practices are at the heart of ethnic conflicts in Myanmar. For decades, the state has emphasized a centralized, Myanmar language only education system that many ethnic groups felt provided no place for their own languages to be practiced which by extension, threatened their cultures and ethnic identities. The country’s democratic transition of the past few years, however, has enabled issues of mother tongue-based education (MTB) to be discussed more openly, and growing acceptance of decentralization within the government at all levels and among the wider public is providing an opening for consideration of how MTB education can be productively integrated into the education system. In this context, The Foundation is pleased to present this research report on the state of MTB education in contested areas in Myanmar, specifically in the Kachin, Mon and Karen context, by Ashley South and Marie Lall who have long been engaged in researching this important topic.